Voices Countering Whiteness in the Israeli Arab Classroom

Autor/in	Hayik, Rawia
Titel	Voices Countering Whiteness in the Israeli Arab Classroom
Quelle	In: Whiteness and Education, 4 (2019) 1, S.18-37 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-3406
DOI	10.1080/23793406.2019.1569476
Schlagwörter	Foreign Countries; Arabs; Minority Group Students; Grade 9; Language Teachers; Racism; Student Attitudes; Racial Discrimination; Whites; English (Second Language); Summer Programs; Second Language Instruction; Social Influences; Political Influences; Social Justice; Israel + Suchen Sie Ihr Suchwort? Ausland; Arab; Araber; School year 09; 9. Schuljahr; Schuljahr 09; Language teacher; Sprachunterricht; Rassismus; Schülerverhalten; Racial bias; White; Weißer; English as second language; English; Second Language; Englisch als Zweitsprache; Sommerkurs; Fremdsprachenunterricht; Sozialer Einfluss; Political influence; Politischer Einfluss; Soziale Gerechtigkeit
Abstract	Situated within the Israeli context and the country's massive investment in the Jewish majority on the expense of the Arab minority, this article describes an English teacher's attempt to address issues of whiteness with a group of four Israeli-Arab ninth-grade students. Using Rosa Parks' story as a springboard for broaching these issues, the minority students were invited to reflect on and discuss the relevance of the story to their reality. Students' discussion was videotaped and later transcribed and analyzed to scrutinize emerging themes. The analysis shed light on significant differences in students' viewpoints and identities, where two of them condemned the establishment's discriminatory acts towards the Arab minority while the other two refused to acknowledge facts attesting to the majority's privilege and power. The significance of the study lies in providing a stage for often-silenced minority students to voice their views on issues of whiteness in the Israeli reality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01